2. Components of Reading/Writing Workshop: Independent Reading with Conferring Picture from Clip Art on Microsoft Office Online

3. Gradual Release of Responsibility During Reading Workshop -Adapted from Regie Routman’s Reading Essentials (2003) Demonstration (I do, You watch) Read Aloud/Think Aloud Shared Demonstration (I do, You help) Share Reading/Think Aloud Invite students to share their thinking Response to shared reading Gradual handover of responsibility Guided Practice (You do, I help) Guided reading Small group instruction Literature Circles Socratic Seminar Independent Practice (You do, I watch) Independent Reading supported by Reading Conferences

4. “Independent reading is not just another activity to add to your reading program but the crucial learning context in which the reader assumes responsibility for applying smart reading behaviors in order to gain and maintain understanding. Independent reading provides the indispensable practice that literacy learners require to become successful, self-regulating, self- monitoring readers.” (Routman, 2003, pp. 86-87)

5. WHY Read Independently? Reading practice, just reading, is a powerful contributor to the development of fluent, high- comprehension reading. More reading produces better reading. Higher achieving students read approximately 3 times as much each week as their lower- achieving classmates. With lower achieving students, more instructional time for reading most consistently produced greater gains and achievement gains for these students. Allington, R. (2001). What really matters for struggling readers: Designing research- based programs. New York, NY: Addison-Wesley Educational Publishers.

6. WHY Read Independently? Learn new vocabulary and information. Increase speed and fluency. Improve comprehension. Notice authors’ writing styles. Develop a great interest in reading and learning. Develop a love of reading. Routman, R. (2003). Reading essentials: the specifics you need to teach reading well. Portsmouth, NH: Heineman.

7. WHY Reading Conferences? To reserve a short, focused time for student-teacher conferring (to include teaching, assessing and evaluating on the spot, and goal setting) Provides opportunity to observe students reading and help them explore strategies that can help them comprehend confusing passages and words Ultimate confidence-builder for students Effective follow-ups to mini-lessons, allowing students to practice and apply a strategy Undivided attention to each child makes them feel that you care about their learning and will try to help them understand Robb, L. (1998). Easy to manage reading & writing conferences: practical ideas for making conferences work. New York, NY: Scholastic Professional Books.

8. How do Teachers Prepare for Independent Reading? Create a schedule that supports quantities of reading during the school day Build a classroom library that: –Provides students with a wide variety of texts –Organizes texts so that students can quickly choose reading materials on their independent level Establish a note-taking and management system

9. What Does it Look Like in Practice? Students are engaged with text Students have choice in text selection Daily time to read Students read mostly “just-right” books Students keep a reading record Students practice strategies that have been demonstrated in class

10. What Does it Look Like in Practice? Teacher and students set and work on goals to further improve their reading competency Students have daily time to talk or write about their reading Time for book talks Teachers talk about what they are reading Students are held accountable for the reading

11. I’ve conferred: Now what? Plan for standards-based mini-lessons that respond to the readers’ needs Plan for small-group guided reading instruction to respond to diverse reading needs Merge knowledge of students and knowledge of texts to create and maintain momentum for reading

12. Clarifications Independent reading is less effective when: –The teacher supervises instead of reading or conferring –Teachers don’t nurture their own reading lives –Classes lack a wide and diverse selection of reading materials

13. References Allen, J. (2000). Yellow brick roads: shared and guided paths to independent reading 4-12. Portland, ME: Stenhouse Publishers. Allington, R. (2001). What really matters for struggling readers: Designing research-based programs. New York, NY: Addison-Wesley Educational Publishers. Robb, L. (1998). Easy to manage reading & writing conferences: practical ideas for making conferences work. New York, NY: Scholastic Professional Books. Robb, L. (2000).Teaching reading in middle school: a strategic approach to teaching reading that improves comprehension and thinking. New York, NY: Scholastic Professional Books. Routman, R. (2003). Reading essentials: the specifics you need to teach reading well. Portsmouth, NH: Heineman.